Preface: In thanking AAPT for the Melba Newell Phillips Medal, I want to emphasize that the accomplishments that have been recognized by this award have resulted from many contributions over many years by past and present members of the UW Physics Education Group. Support by the National Science Foundation has been critical. On a more personal level, I am also very much honored to have my name associated with Melba Newell Phillips through this award. I remember her warm welcome at my first AAPT meeting many years ago. Although we had not met before, she did not seem too busy to express interest in my work and to offer encouragement. I was impressed then (and still am) by her accomplishments in research and teaching, her political courage, and her service to the physics academic community.

Abstract: This article presents an overview of research in physics education (PER) as it has been conducted by the Physics Education Group at the University of Washington. Examples from introductory physics illustrate the nature of our investigations and the application of our findings in the development of research-based and research-validated curriculum for university students and K–12 teachers. The results from our research provide strong evidence of the ongoing need for research on the learning and teaching of physics that is strongly discipline-based.

Topics
Electrical circuits, Lenses, Education, Teaching, National Science Foundation, Interviews, Lectures, Awards and Prizes, Physicists, Abstracts
1.
A View from Physics was also the title of my talk at the
1988 Berkeley Conference on Research in Science and Mathematics Education
. Fred Reif, then at UC in the Physics Department and in SESAME (Studies in Engineering, Science, and Mathematics Education), had invited me to speak for physics.
2.
See also
L. C.
 
McDermott
, “
A View from Physics, Discipline-Based Education Research in a University Physics Department, 1973–2013.
” It is anticipated that this book will be published in
2014
.
Google Scholar
 
3.
This resolution is available online at <http://www.aps.org/policy/statements/99_2.cfm/>
4.
This resolution is available online at <http://www.aps.org/policy/statements/99_1.cfm>
5.
L. C.
 
McDermott
 and
the Physics Education Group at the University of Washington
,
Physics by Inquiry
(
John Wiley & Sons
,
NY
,
1996
).
Google Scholar
 
6.
L. C.
 
McDermott
,
P. S.
 
Shaffer
, and
the Physics Education Group at the University of Washington
,
Tutorials in Introductory Physics
, 1st ed., (
Prentice-Hall
,
Upper Saddle River, NJ
,
2002
); Instructor's Guide (2003). A Preliminary Edition was published in 1998. The Second Edition will be published in 2014 by Pearson International, which acquired Prentice-Hall.
Google Scholar
 
7.
See, for example,
G. E.
 
Deboer
,
A History of Ideas in Science Education
(
Teachers College Press
,
NY
,
1990
), especially Chapter 8: Curriculum Reform, pp.
147
–
172
.
Google Scholar
 
8.
See
L. C.
 
McDermott
, “
Editorial: Preparing K–12 Teachers in physics: Insights from history, experience, and research
,”
Am. J. Phys.
 
74
(
9
),
758
–
762
(
2006
).
https://doi.org/10.1119/1.2209243
Google Scholar
Crossref
Search ADS
 
9.
Until passage of Title IX of the Civil Rights Act in 1972, anti-nepotism policies barred close relatives (in practice, mostly wives of male faculty) from positions at the same university in the State of Washington. See
M. W.
 
Rossiter
,
Women Scientists in America, Before Affirmative Action, 1940-1972 (Volume 2)
(
Johns Hopkins University Press
,
Baltimore, MD
,
1995
) and
Women Scientists in America, Forging a New World Since 1972 (Volume 3)
(
Johns Hopkins University Press
,
Baltimore, MD
,
2012
).
Google Scholar
 
10.

Part-time positions could be easily eliminated, whereas full-time faculty were protected.

11.

Others also assisted in Arnold's course. Pat Heller (then a physics M.S. student, later on the Education Faculty at U. of Minnesota) was an Assistant Instructor and Jim Minstrell (a physics teacher at Mercer Island High School) was a graduate TA.

12.
A.
 
Arons
,
The Various Language
(
Oxford U.P.
,
NY
,
1977
).
Google Scholar
Crossref
Search ADS
 
13.
See
L. C.
 
McDermott
, “
Combined physics course for future elementary and secondary school teachers
,”
Am. J. Phys.
 
42
(
8
),
668
–
676
(
1974
).
https://doi.org/10.1119/1.1987803
Crossref
Search ADS
Google Scholar
 
A reprint is in
Teacher Education in Physics: Research, Curriculum, and Practice
, edited by
D. E.
 
Meltzer
 and
P. S.
 
Shaffer
 (
American Physical Society
,
College Park, MD
,
2011
), pp.
137
–
139
.
Google Scholar
 
14.

Anti-nepotism policies had a greater impact on women than on men. Title IX declared actions that resulted in discrimination unconstitutional. Therefore, this practice could lead to loss of federal funding.

15.
See
Blazing the Trail: Essays by Leading Women in Science
, edited by
E.
 
Ideal
 and
R.
 
Meharchand
 (
San Bernardino, CA
,
2013
). The book contains 35 invited essays by women in science (mostly physics), including one that I wrote. They faced many challenges, but Title IX did not have as direct an impact on the others as it did on me because of UW's strict adherence to Washington State's anti-nepotism policy.
16.
J.
 
Piaget
,
The Child's Conception of Motion and Speed
(
Ballantine Books
,
NY
,
1971
).
Google Scholar
 
17.
D. E.
 
Trowbridge
 and
L. C.
 
McDermott
, “
Investigation of student understanding of the concept of velocity in one dimension
,”
Am. J. Phys.
 
48
(
12
),
1020
–
1028
(
1980
) and
https://doi.org/10.1119/1.12298
Crossref
Search ADS
Google Scholar
 
D. E.
 
Trowbridge
 and
L. C.
 
McDermott
, “
Investigation of student understanding of the concept of acceleration in one dimension
,”
Am. J. Phys.
 
49
(
3
),
242
–
253
(
1981
).
https://doi.org/10.1119/1.12525
Crossref
Search ADS
Google Scholar
 
18.
M. L.
 
Rosenquist
 and
L. C.
 
McDermott
, “
A conceptual approach to teaching kinematics
,”
Am. J. Phys.
 
55
(
5
),
407
–
415
(
1987
) and
https://doi.org/10.1119/1.15122
Crossref
Search ADS
Google Scholar
 
L. C.
 
McDermott
,
M. L.
 
Rosenquist
, and
E. H.
 
van Zee
, “
Student difficulties in connecting graphs and physics: Examples from kinematics
,”
Am. J. Phys.
 
55
(
6
),
503
–
515
(
1987
).
Crossref
Search ADS
Google Scholar
 
19.
J.
 
Evans
,
The History and Practice of Ancient Astronomy
(
Oxford U.P.
,
NY and Oxford
,
1998
).
Google Scholar
 
20.
F. M.
 
Goldberg
 and
L. C.
 
McDermott
, “
Student difficulties in understanding image formation by a plane mirror
,”
Phys. Teach.
 
24
(
9
),
472
–
480
(
1986
) and
https://doi.org/10.1119/1.2342096
Crossref
Search ADS
Google Scholar
 
F. M.
 
Goldberg
 and
L. C.
 
McDermott
, “
An investigation of student understanding of the real image formed by a converging lens or concave mirror
,”
Am. J. Phys.
 
55
(
2
),
108
–
119
(
1987
).
Crossref
Search ADS
Google Scholar
 
21.
For a discussion of these principles and examples of their application, see
L. C.
 
McDermott
, “
Millikan Award Lecture 1990, What we teach and what is learned—Closing the gap
,”
Am. J. Phys.
 
59
(
4
),
301
–
315
(
1991
).
https://doi.org/10.1119/1.16539
Google Scholar
Crossref
Search ADS
 
22.
D.
 
Trowbridge
,
Graphs and Tracks, Part I—From Graphs to Motion and Part II—From Motion to Graphs
(
American Institute of Physics
,
College Park, MD
,
1994
).
Google Scholar
 
23.
D. J.
 
Grayson
 and
L. C.
 
McDermott
, “
Use of the computer for research on student thinking in physics
,”
Am. J. Phys.
 
64
(
5
),
557
–
565
(
1996
).
https://doi.org/10.1119/1.18154
Crossref
Search ADS
Google Scholar
 
See also
L. C.
 
McDermott
, “
Research and computer-based instruction: Opportunity for interaction
,”
Am. J. Phys.
 
58
(
5
),
452
–
462
(
1990
).
Crossref
Search ADS
Google Scholar
 
24.
L. C.
 
McDermott
, “
Guest Comment: How we teach and how students learn: A mismatch?
”
Am. J. Phys.
 
61
(
4
),
295
–
298
(
1993
).
https://doi.org/10.1119/1.17258
Google Scholar
Crossref
Search ADS
 
25.
L. C.
 
McDermott
, “
Oersted Medal Lecture 2001: Physics Education Research—The Key to Student Learning
,”
Am. J. Phys.
 
69
(
11
),
1127
–
1137
(
2001
).
https://doi.org/10.1119/1.1389280
Google Scholar
Crossref
Search ADS
 
26.
An example is Batteries and Bulbs, a unit in the Elementary Science Study (ESS) curriculum, Education Development Center (EDC), Newton, MA.
27.
See Ref. 6.
28.
L. C.
 
McDermott
 and
P. S.
 
Shaffer
, “
Research as a guide for curriculum development: An example from introductory electricity, Part I: Investigation of Student Understanding
,”
Am. J. Phys.
 
60
(
11
),
994
–
1003
(
1992
) and
https://doi.org/10.1119/1.17003
Crossref
Search ADS
Google Scholar
 
P. S.
 
Shaffer
 and
L. C.
 
McDermott
, “
Research as a guide for curriculum development: An example from introductory electricity, Part II: Design of instructional strategies
,”
Am. J. Phys.
 
60
(
11
),
1003
–
1013
(
1992
).
Crossref
Search ADS
Google Scholar
 
29.
M. R.
 
Stetzer
,
P.
 
van Kampen
,
P. S.
 
Shaffer
, and
L. C.
 
McDermott
, “
New insights into student understanding of complete circuits and the conservation of current
,”
Am. J. Phys.
 
81
(
2
),
134
–
143
(
2013
).
https://doi.org/10.1119/1.4773293
Google Scholar
Crossref
Search ADS
 
30.
Paul
 
van Kampen
 (Dublin City University, Ireland) had begun developing this tutorial while on sabbatical with our group (2004–2005).
31.

This instructional strategy has also been discussed in Refs. 21, 25, 28, 34, and 36.

32.
K.
 
Wosilait
,
P. R. L.
 
Heron
,
P. S.
 
Shaffer
, and
L. C.
 
McDermott
, “
Development and assessment of a research-based tutorial on light and shadow
,”
Am. J. Phys.
 
66
(
10
),
906
–
913
(
1988
).
https://doi.org/10.1119/1.18988
Google Scholar
Crossref
Search ADS
 
33.
See Ref. 20.
34.
L. C.
 
McDermott
,
P. R. L.
 
Heron
,
P. S.
 
Shaffer
, and
M. R.
 
Stetzer
, “
Improving the preparation of K–12 teachers through physics education research
,”
Am. J. Phys.
 
74
(
9
),
763
–
767
(
2006
). This article is the companion article to the Editorial in Ref. 8.
https://doi.org/10.1119/1.2209244
Google Scholar
Crossref
Search ADS
 
35.
R. A.
 
Lawson
 and
L. C.
 
McDermott
, “
Student understanding of the work-energy and impulse-momentum theorems
,”
Am. J. Phys.
 
55
(
9
),
811
–
817
(
1987
).
https://doi.org/10.1119/1.14994
Google Scholar
Crossref
Search ADS
 
36.
T.
 
O'Brien Pride
,
S.
 
Vokos
, and
L. C.
 
McDermott
, “
The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems
,”
Am. J. Phys.
 
66
(
2
),
147
–
157
(
1998
).
https://doi.org/10.1119/1.18836
Google Scholar
Crossref
Search ADS
 
37.
D.
 
Hestenes
,
M.
 
Wells
, and
G.
 
Swackhamer
, “
Force concept inventory
,”
Phys. Teach.
 
30
(
3
),
141
–
158
(
1992
).
https://doi.org/10.1119/1.2343497
Google Scholar
Crossref
Search ADS
 
38.
D.
 
Hestenes
 and
M.
 
Wells
, “
A mechanics baseline test
,”
Phys. Teach.
 
30
(
3
),
159
–
166
(
1992
).
https://doi.org/10.1119/1.2343498
Google Scholar
Crossref
Search ADS
 
39.
R. R.
 
Hake
, “
Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
,”
Am. J. Phys.
 
66
(
1
),
64
–
74
(
1998
).
https://doi.org/10.1119/1.18809
Google Scholar
Crossref
Search ADS
 
40.
See, for example,
R. K.
 
Thornton
 and
D. R.
 
Sokoloff
, “
Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
,”
Am. J. Phys.
 
66
(
4
),
338
–
352
(
1998
).
https://doi.org/10.1119/1.18863
Google Scholar
Crossref
Search ADS
 
41.
L. C.
 
McDermott
 and
E. F.
 
Redish
, “
Resource Letter: PER-1: Physics Education Research
,”
Am. J. Phys.
 
67
(
9
),
755
–
767
(
1999
).
https://doi.org/10.1119/1.19122
Google Scholar
Crossref
Search ADS
 
42.
See Ref. 3.
43.
National Research Council
,
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering
(
The National Academies Press
,
Washington, DC
,
2012
).
44.
National Research Council
,
Adapting to a Changing World—Challenges and Opportunities in Undergraduate Physics Education
(
The National Academies Press
,
Washington, DC
,
2013
.
45.

This critical report by the National Commission on Excellence in Education led to the re-involvement of NSF in science and mathematics instruction.

46.

See the book cited in Ref. 2 for a short discussion of adoptions and adaptations of Physics by Inquiry and Tutorials in Introductory Physics. References to published articles by the adopters are included.

47.

Examples include Interactive Lecture Tutorials for use when small-group instruction is not possible, an Energy module in PbI for middle and high school teachers, and topics in thermal physics and quantum mechanics for courses beyond the introductory level.

48.
For a brief biographical summary of the accomplishments of Melba Newell Phillips, see F. Bonner “The legacy of Melba Newell Phillips” (1907–2004) in “Women in Physics: A collection of reprints in honor of Melba Newell Phillips from the American Journal of Physics, The Physics Teacher, Physics Today, and Physical Review Special Topics,” ed. J. Marshall (AAPT). The original article was a Guest Editorial in Phys. Teach. 43, 132 (2005).
49.

ICPE (International Commission on Physics Education) is in IUPAP, the International Union of Pure and Applied Physics.

© 2014 American Association of Physics Teachers.
2014
American Association of Physics Teachers
AAPT members receive access to the American Journal of Physics and The Physics Teacher as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.